Surfing instruction apparatus and method

ABSTRACT

Riding a surfboard on sizeable waves is generally very demanding and time-consuming to learn. Beginners tire quickly when paddling against incoming surf and repeatedly fall when first learning to catch and ride waves. A motorized surfboard wirelessly controllable by the instructor, the student, or both facilitates instruction and practice on a floating board moving at variable speeds in a relatively safe, controlled calm-water setting. This system provides an intermediate learning environment between dry land or still water and the vastly more challenging ocean surf. Later, in a surf zone, the board&#39;s motor propulsion assists with paddling so that the student can concentrate on wave-riding. Inland-dwelling students can use this system to learn to ride a board on an existing nearby lake, river, or large swimming pool before a holiday trip to the seashore or an artificial-surf pool.

RELATED APPLICATIONS

This application claims priority to provisional U.S. 61/325,274, filed16 Apr. 2010. Another related application is U.S. Ser. No. 13/026317,“Electric Powered Surfboard Propulsion and Control Systems,” filed 14Feb. 2011 and concurrently filed as PCT/US11/24700.

FEDERALLY SPONSORED RESEARCH AND DEVELOPMENT

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APPENDICES

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BACKGROUND

Related fields include specialized systems and devices for teachingathletic activities, education and demonstration of wave motion, andphysical education for developing and testing coordination. Theparticular focus is instruction in surfing (balancing on a floatingboard while it moves across a water surface) using remote control of aself-contained propulsion system integrated in the board.

Many forms of surfing have developed since the mid-20th century. Bodysurfing, body board surfing, kayak surfing, standup paddle surfing,windsurfing, and kite-surfing are a few examples. The ancestor andbest-known of all these surfing variations, and what is customarilymeant by the unmodified term “surfing,” is the riding, typically in astanding position, of a wave as it crests and breaks. Thispractice—variously viewed as a ritual, an art, a pastime, and acompetitive sport—developed in Polynesia, and possibly independently onthe western coast of South America, before European contact.

The traditional surfing “longboard” is 2.4 m or longer, rounded at thenose, tapered or rounded at the tail, and may have one or more skegs(perpendicular fins) on the bottom. “Shortboards,” developed in the1960's are typically 1.5-2.1 m, with pointed noses and 2-5 skegs. Whileshortboards can be highly maneuverable by a skilled surfer on the rightkind of board, longboards are more stable in the water and thustypically preferred for teaching beginners.

Even on the more stable longboard, surfing is a very difficult skill tolearn. The process of riding a wave involves:

-   -   1. Paddling out to the sloping swells. A surfer needs to catch a        wave before its front face becomes vertical. This requires        wading in from the shore, mounting the board in a prone,        kneeling or sitting position, then paddling and “duck-diving”        through approaching broken and cresting waves (“whitewater        surf”) until reaching the sloping-swell zone. Although moderate        skill and coordination is needed, this stage is very demanding        of endurance and strength.    -   2. Catching a wave. The surfer chooses a promising swell and        paddles the surfboard to reach the ever-steepening wave at a        time, position, and angle for the wave face to properly        accelerate the board. Typically the surfer lies prone and        paddles with great intensity (“takes off”) to meet the chosen        wave. When the acceleration of the wave takes over, the surfer        need paddle no longer: he has “dropped in” the wave. This stage        requires a burst of strength and speed, combined with excellent        timing and agile maneuvering.    -   3. Popping up to a standing position on the board. Once the        surfer has dropped in, she immediately executes the “pop-up:”        Maintaining her balance on the moving board, she quickly        transitions from the prone position all the way to standing.        This stage requires agility, flexibility, and dynamic balance as        the slope and speed of the wave continue to develop.    -   4. Maneuver and trim. Once standing, the surfer must position        the surfboard in the wave as it grows and crests. He may move        his center of gravity to the left or to the right to execute        turns, or back and forth to “trim” (flatten the plane of the        board to gain speed) or to slow down by raising the nose. This        stage requires coordination, timing, dynamic balance, and a keen        awareness of changing peripheral conditions.

As can be imagined, putting all these skills together generally requiresmuch practice, usually accompanied by guidance. Although some individualsteps—the pop-up motion, for instance—may be practiced on land or instationary water, almost all prior surfing instruction depended onaccess to waves of sufficient size and energy to catch and ride whilestanding. Because beginners will initially fall off the board (“wipeout”) repeatedly, a sandy beach is much more appropriate than a rockycoastline or concrete seawall) is highly desirable. Even in such places,weather and tidal conditions vary the character of the waves by the dayor by the hour so that they are frequently either too rough or too calm;Hawaiian kahuna priests even have traditional prayers to summon goodsurfing waves.

Comparison with another aquatic adventure activity is helpful here:SCUBA (Self-Contained Underwater Breathing Apparatus) diving studentsalmost always initially learn in the safe and predictable environment ofa swimming pool. Only after learning the moves and getting familiar withthe equipment does the student venture into the uncontrolled setting ofthe ocean (or other large body of water). With the exception ofelaborate, high-maintenance “wave pools” at a handful of expensive parksand resorts, a similarly safe and predictable initial learningenvironment has not been available for the beginning surfing student.Anecdotal evidence from surf school owners is that approximately half ofthe beginning students give up after only a few lessons because of thedifficulty of paddling very hard, feeling the surfboard drop-in to thewave, and then immediately executing a popup and maneuvering the boardinto trim.

Therefore, surf instructors and their students would benefit from asystem that provides an intermediate learning and practice environmentbetween dry land and uncontrolled natural waves. Preferably, such asystem would be affordable and capable of sharing available resourcesrather than requiring extensive dedicated construction and constantskilled maintenance.

SUMMARY

An apparatus for surfing instruction includes a motorized surfboard(MSB) designed to look, feel, and behave like a conventional unmotorizedsurfboard such as a longboard. The board's motor responds to signalsreaching an on-board wireless receiver (OBWR). A rider's wirelesstransmitter (RWT) is controlled by actuators that are easy to reach andidentify without looking. The RWT assembly is lightweight and does notinterfere with a wearer's balance, speed, or range of motion. Aninstructor's wireless transmitter (IWT) is also easy to operate withoutlooking but may have a different configuration than the RWT. Both theRWT and the IWT are configured to communicate with the OBWR, and in someembodiments with each other.

Each wireless transmitter is a physically separate device, notmechanically coupled to the MSB. Operator control signals, such as“on/off” or “accelerate/decelerate,” are received by the OBWR andtranslated to corresponding control signals for the propulsion motor. AnRWT, an IWT, and one or more auxiliary transmitters may be usedindividually or together for various purposes in the teaching process.

In some embodiments, the IWT is identical to the RWT. In otherembodiments, the IWT may include additional control features, longersignal range, or the capability to override the RWT (analogous to adriving or aviation teacher's set of controls). The IWT may differ fromthe RWT in size, shape, design or user interface. For example, theinstructor's wireless transmitter could be a portable high-power“console” operated from a nearby pier where the instructor could observeand assist the student, perhaps also using a wireless voice link to thestudent on the board in the water. The student's corresponding voicelink could be incorporated in the RWT, or in a separate waterproofwireless headset or bone-conduction earpiece, or even in a waterproofamplified speaker in the surfboard. Alternatively, an instructor's“console” interface could consist of software running on a computer withthe IWT connected as a peripheral input/output device. Such a computer(portable in most embodiments) could also be configured to capture,store, and process data from, for example, a video camera recording thelesson, an audio feed from the voice link, or MSB data from an on-boardtransmitter. Audio, video, mechanical, environmental, andpropulsion-control data recorded by the software could be used later forpost-lesson analysis and archival of examples for future classes.

The teaching method comprises a progressive set of practice activitiesusing the apparatus described above. The student or the instructor usesa wireless transmitter to activate or deactivate or throttle the MSBmotor to provide episodes of forward thrust and surfboard speed atspecific points in the lesson. The motor's propulsion may simulate thephysical dynamics of specific situations in wave surfing in a calm-waterenvironment. When the student progresses to a site with surfable waves,the motor may help the student reach the swells without debilitatingfatigue, then take off at the necessary speed for drop-in.

The MSB controlled by the rider, a nearby teacher, or both allowsstudents to learn the essential moves of surfing not just only in oceansurf, but also in any quiet body of water including lakes, quiet rivers,and man made pools. They can also learn in the ocean at places or timestoo calm for normal surfing. The wirelessly controllable MSB not onlydecouples the wave-catching practice from the conditioning necessary toprolonged strenuous paddling; it is also fun to ride, even on flatwater. After mastering basic balancing, position changes, andweight-shifting maneuvers while moving through water on the MSB, thestudent will have a much easier time catching and riding that first waveat the surfing destination.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows an example of a calm-water surfing lesson using an MSB, awearable RWT, and a console-type IWT.

FIGS. 2A and 2B show an example of a motorized surfboard with integratedwireless receiver.

FIG. 3 shows an example of a wearable wireless transmitter assembly forcontrolling a motorized surfboard.

DETAILED DESCRIPTION Teaching Apparatus

The teaching apparatus has the following properties: (1) The MSB has theshape and feel of a traditional unmotorized surfboard; for example, alongboard; (2) The MSB's integrated motor can propel the board withrider at approximately 6-10 km/hr (this is not an absolute speedrequirement, but an optimal speed for teaching purposes); (3) The motorcan be controlled by a wireless receiver providing at least “on” and“off” commands. (4) The receiver communicates with a rider's wirelesstransmitter (RWT), an instructor's wireless transmitter (IWT), and anydesignated auxiliary transmitter. (5) The RWT can be operated whilelying, standing, kneeling, sitting or in any other position on the MSBin water, where the MSB is providing floatation for the student.

FIG. 1 illustrates the overall concepts involved. Student 101 practiceson MSB 102, gaining experience in balancing and maneuvering a freelyfloating board that moves through water 100 of its own accord. Water 100is relatively calm—much less dangerous for a beginning surfer than manysurf locations. Nor is it crowded with impatient veteran surfers, asmany popular surf spots tend to be. Student 101's experience iscontrollable to be relaxing or challenging according to her goals andskill level. The motor and wireless receiver for MSB 102 are inside theboard under streamlined hatch 103, giving MSB 102 the same size and typeof surface as an unmotorized board. MSB 102 has a wireless communicationlink 105 to RWT 104, illustrated here as a wearable controller onstudent 102's hand and forearm. Student 102 may use RWT 104 to controlthe activation, deactivation, and speed of the motor in MSB 102 whileinstructor 111 observes from nearby. Alternatively, instructor 111 maycontrol the motor in MSB 102 from where he stands, using wirelesscommunication link 115 from IWT 114. In some embodiments, RWT 104 alsohas a wireless communication link 125 to IWT 114.

Here, IWT 114 is shown as a ruggedized console embodiment with enhancedantenna 119, motor on-off button 112, and motor throttle fader 113.Instructor-to-student link 125 may include a voice link, usable on IWT114 via microphone/speaker assembly 121. RWT 105 may have a panic buttonthat uses RWT-IWT channel 125 to illuminate indicator 122 on IWT 114, orproduce an audible alert.

If the communications links 105 and. 115 to MSB 102 are full-duplex, theMSB can be queried as well as commanded, or can issue alerts on its own.It can., for example, report its speed, temperature, and remaining fuelor electrical charge for Instructor 111 to monitor or record. Someenhanced embodiments may allow instructor 111 to monitor the pitch 126and roll 127 of MSB 102 in the water, to more easily diagnose student101's balance problems.

FIGS. 2A and 2B are two different conceptual views—a top view and anexploded cross-section along line A-A—of another MSB design suitable forthis teaching system. Longboard-type MSB 200 with typical fins 201 hasan integrated electric jet-pump propulsion unit 202 installed in itsundersurface. Propulsion unit 202 is controlled by a motor controller,which in turn is controlled by a wireless receiver. These parts andtheir associated circuitry are incorporated in electronics control unit203, shown here as also recessed in the undersurface of MSB 200. Poweris supplied by a removable waterproof rechargeable electric power pack204 in a receptacle in the top surface of MSB 200. In this example allcomponents are contained inside, or faired into the contours of the MSBso as to substantially preserve the classic shape, feel and performanceof a traditional unmotorized longboard.

Those knowledgeable in the art are aware that a longboard can have arange of lengths (typically 2.4-3.4 m) and a range of widths (typically56-66 cm) and can have a variety of fin configurations (typicallysingle, dual, tri fin and quad fin). Alternatively, the MSB could be amotorized “short board” (<2.4 m length) for teaching advanced studentswho have already mastered the more stable, but less maneuverable,longboard. The MSB can be constructed from a variety of materialsincluding, but not limited to: (1) Polyurethane foam and polyester resinwith fiberglass; (2) extruded polystyrene and epoxy with fiberglass; or(3) polyethylene foam with LDPE (low density polyethylene) HDPE (highdensity polyethylene), or components and coatings comprising acombination of the two. This last construction method results in the“soft board” or “foamie.” This board has a soft and forgiving surface,which is particularly amenable to beginners who are likely to fallfrequently at first and may be reassured by the supportive feel of ayielding top layer. Serious injuries are less likely when falling on orfrom a foamie, compared to a waxed wooden or hard-shelled board, and thesurface of a foamie need not be slippery under the rider's feet. Ifcollisions happen, foamies are less likely to cause serious injuriesthan hard boards.

In various alternative embodiments of the MSB, the energy source forpropulsion can be a battery, an array of batteries, a fuel cell, acapacitor or capacitor array, compressed gas in a tank, combustibleliquid fuel, or any other device or means of storing energy. Thepropulsion source can be any means of propelling the MSB forward (forexample, an enclosed water jet pump with electric motor power; one ormore rear-mounted propellers driven by a small internal-combustionengine; a compressed-air-operated impeller). Circuitry and softwareassociated with, or intermediary to, the wireless receiver and motorcontroller may implement additional features such as a “soft” automaticthrottle-down providing a smooth (rather than abrupt) end to eachepisode of forward thrust (helping Student to preserve balance duringthe change-of-state associated with motor power-down).

Some embodiments of the IWT and RWT can receive and interpretinformation from a wireless board-data transmitter integrated in theMSB. Various versions output the interpreted information in real time(for instance, warning the rider or instructor when the battery chargeor fuel level is low), store the information in a storage element forlater review, or both. The output may be visual, audible, or tactileusing suitable indicator lights, displays, speakers, or hapticinterfaces. A microprocessor-and-display-equipped wireless phone orwireless-enabled tablet computer may be connected to the IWT to process,store, and display the information, or alternatively may be the IWT withappropriate application software and short-range wireless pairing to theboard data transmitter and, optionally, the RWT.

FIG. 3 illustrates a wearable, hand-operated embodiment of a wirelesstransmitter assembly for remote control of the MSB propulsion system.Variants of this embodiment may be configured as RWTs or IWTs.Waterproof trigger switch unit 303 responds to one or more actuators,such as buttons 305 and 308. Buttons such as 305, very near user's thumb307, may correspond to frequent activities such as throttle control ormotor activation and deactivation. Buttons such as 308, reachable bythumb 307 by a larger, more necessarily intentional motion, maycorrespond to emergency functions such as a student panic button orwider-band distress signal. Switch unit 303 and its actuators areintegrated in handstrap 301. Handstrap 301 securely, removably attachesto user's hand near the thumb 307. Alternate embodiments include, forexample, an elastic band attached at both ends to a plastic mountingsurface or an open-ended fabric band incorporating patches ofcommercially available hook-and-loop fastening material (for example,Velcro™) positioned to facilitate band-length adjustment for varioushand sizes. Trigger switch unit 303 sends signals from actuators 305 and308 through ruggedized waterproof power leads 306 to a wirelesstransmitter (or transceiver, for full-duplex communication) insideruggedized waterproof transmitter case 302. Transmitter case 302, whichmay also house a compact lightweight power supply, is secured to awearable armband 304. Armband 304 as shown here positions transmittercase 302 near the outer side of user's elbow, but alternate embodimentsof armband 304 may be worn on the wrist, upper arm, or shoulder. Armband304 may be made of elastic material (for example, neoprene wet-suitmaterial) or any other suitably rugged, waterproof, adjustable or sizeddesign. Along with a pocket or attachment for waterproof case 302,armband 304 preferably includes strain-relief for power leads 306.

When a user operates button 305 by moving thumb 307, the wirelesstransmitter inside case 302 signals the wireless receiver in the MSB:for example, to activate the propulsion system to move the MSB throughthe water. In one embodiment, propulsion continues as long as button 305is held down. When button 305 is released, the wireless transmitter intransmitter case 302 sends a “deactivate” command to the MSB.Deactivation, in some embodiments, includes a “soft” incrementalpower-down lasting approximately 1-3 seconds, to avoid destabilizing thesurfer with a sudden power-off. Advantageously, this convenientthumb-operated one-handed wireless transmitter allows the surfer tocontrol the jet-pump propulsion system without making any limb movements(e.g. reaching for controls with feet or hands) that would inevitablydisrupt surfer's precise dynamic balance on the surfboard. This can becritically important for safety and control.

The wireless transmitter may use technology similar to that used to lockand unlock cars (a wireless FOB and receiver unit operating at afrequency of approximately 300 MHz). The actuators can be configured foreither left-hand or right-hand operation.

In another embodiment, as previously discussed above, the instructor mayoperate an enhanced or fuller-featured wireless transmitter assembly orconsole, incorporating for example the ability to transmit overridesignals to override student's wireless propulsion control in anemergency situation.

In another embodiment, the wirelesstransmitter/receiver/motor-controller system may also incorporate“throttle control” functionality so that propulsion power level and/orsurfboard speed may be selected and adjusted by the operator(s). Motorcontroller electronics and associated circuitry and software in themotorized surfboard may also incorporate automaticacceleration/deceleration control functionality to provide “smooth”,rather than sudden, starts and stops when the propulsion is activatedand deactivated.

Teaching Methodology

Conventional surfing instruction usually begins with introductory “dryland” practice of surfing movements and techniques. The system describedhere may be used either instead of or along with conventional dry-landexercises.

The MSB, incorporating a wireless receiver controlling the surfboard'spropulsion motor in response to signals from a wireless transmitteroperated by a student or an instructor facilitates a range of teachingmethods, including:

-   -   1. Water entry and board mounting: Student enters the water with        the MSB and practices climbing onto the upper surface of the        floating MSB. When Student can easily climb onto the board from        chest-deep calm water, Instructor may use the IWT to pulse the        motor, simulating choppy or chaotic water moving the board        around while Student climbs on.    -   2. Paddling practice: Instructor teaches Student to efficiently        paddle while lying prone, kneeling, or sitting on the MSB.        Student may then practice alone. Resistance may be supplied by        mounting the board backwards (tail pointing forward) and        activating the motor at a low power setting to work against the        paddling, as practice for paddling against incoming waves to        reach the zone of sloping swells.    -   3. Wave catching, takeoff, and pop-up practice in calm water        with propulsion: In the water, Student can paddle and then “pop        up”, using propulsion to simulate the sensation of catching a        wave and taking off. The propulsion can be controlled Student,        riding the board and simulating the “wave size” and timing she        feels ready for, or by Instructor who observes the student and        controls the propulsion first to make it easy for Student to        keep her balance, then to make it more challenging as Student's        proficiency and confidence increase.    -   4. Maneuver and trim practice in calm water with propulsion:        When Student has mastered standing on the MSB with propulsion        activated to move the board through relatively calm water,        Instructor can teach Student to maneuver by shifting his weight        on the board. Shifting weight left or right causes the board to        turn in the corresponding directions. Shifting weight forward        and back adjusts the trim for faster or slower travel. Student        can then practice alone, trying various ways of weight-shifting        under power and becoming accustomed to the way the MSB responds.        Student learns through practice how far forward he may move on        the board to increase speed before the nose digs down into the        water and the board “pearls” (the nose digs down into the water,        the board pitches sharply or may flip completely over, and the        surfer often falls off the board. Optimal trim (minimizing drag        for highest speed on a given wave) tends to have the nose of the        board 5-8 cm out of the water, but this is difficult to judge        from above, and looking directly down detracts from balance in        any case. A surfer typically learns to find the right trim by        feel after pearling repeatedly, which is much more safely done        in a lake or large swimming pool than in the ocean. Those        skilled in the art will be aware that weight shifting on the        board can be accomplished in a variety of ways including simple        leaning, shuffling, or “walking the board” (moving the feet one        over the other). These maneuvers are essentially the same for        both “regular foot” (left foot forward) and “goofy foot” (right        foot forward) surfers, the only difference being the direction        the surfer faces while standing on the board.    -   5. Wave catching, takeoff, pop-up, maneuver and trim practice in        surf with propulsion assist: When Student has mastered the moves        in calm water with Instructor controlling propulsion via the        IWT, the lessons can move into a surf zone and the use of the        MSB, RWT and IWT can continue there. To reach the sloping-swell        zone and drop in on a wave, Student may paddle, use MSB        propulsion, or do some of each. The propulsion timing may be        under Student's control, under Instructor's control, or some        combination thereof. The voice-link and instructor-override        embodiments are beneficial here for Student's safety and        comfort. With the propulsion assist to repeatedly traverse the        incoming breakers, Student can practice dropping in,        maneuvering, and trimming for longer than she could if she were        exhausted by prolonged paddling One or more auxiliary wireless        transmitters may be mounted on a buoy, boat, or pier near the        sloping-swell zone to alert the student that he has gone out far        enough, or is about to go out too far.

Learning how to ride a wave well enough for effective recreation canoften be done over the course of a one- or two-week seaside vacation.Learning to paddle a surfboard efficiently through incoming breakers tothe sloping-swell zone, then paddle rapidly to catch a wave—andconditioning the body to do so repeatedly without tiring—can takeseveral weeks or months. Mastery of paddling is reportedly a majordeterrent for beginning students and a dominant cause of attrition fromclasses. Therefore, decoupling the mastery of wave-riding from that ofpaddling, as this system does, is likely to attract and retain amarkedly increased number of surfing students.

The recreational, tourism, and physical-education industries stand tobenefit from a system that facilitates surfing instruction. More casualvacationers would be willing to pay for surfing lessons if the processcould be almost immediately enjoyable. Once students master the moves ina safe and predictable environment, they will master the ocean waveriding environment with greater confidence and speed.

In addition, the surf instruction industry will be able to teachstudents in situations where there are no suitable ocean waves availablesuitable for teaching (for example, if the waves are too small or toolarge to be suitable for instruction.) In these cases the class can moveto a quiet body of water. Students who live inland can be taught thebasic surfing moves on local lakes, rivers, or even large swimmingpools, to quickly become “ocean-ready” after arriving at an ocean-surftravel destination.

Currently preferred embodiments of a surfing instruction system usingwireless control of a motorized surfboard have been described in thiswritten description and the accompanying drawings. This purelyillustrative description is intended to enable those with skill in theart to practice representative embodiments without undueexperimentation, either with the patent owner's permission or after theinvention passes to the public domain. Only the appended claims andtheir unpatentable variations, however, delineate the boundaries ofpatent protection.

1. Apparatus for surfing instruction, comprising: a motorized surfboardwith a propulsion system and a wireless receiver configured to controlthe activation state of the propulsion system, and an instructor'swireless transmitter in communication with the wireless receiver tocontrol the propulsion system, where the instructor's wirelesstransmitter is configured to control a motion of the motorized surfboardthrough water from a position off the motorized surfboard.
 2. Theapparatus of claim 1, further comprising a rider's wireless transmitterin communication with the wireless receiver to control the propulsionsystem from a position on the motorized surfboard.
 3. The apparatus ofclaim 2, where the rider's wireless transmitter is wearable andcomprises actuators positioned on a rider's transmitter-operating hand.4. The apparatus of claim 2, where: the wireless receiver is configuredto recognize an override signal taking precedence over any otherwireless signal received, and the instructor's wireless transmitter isconfigured to transmit the override signal following an instructor'sdemand.
 5. The apparatus of claim 2, further comprising a wirelesscommunication link between the rider's wireless transmitter and theinstructor's wireless transmitter.
 6. The apparatus of claim 5, wherethe wireless communication link comprises a voice channel.
 7. Theapparatus of claim 1, further comprising: a board-data transmitterembedded in the motorized surfboard, configured to transmit informationcollected by integrated sensing elements, and a board-data receiverconfigured to receive the information from the board transmitter andaccessible to at least one of the instructor and the rider, a processingelement configured to interpret the information from the board-datareceiver, and an output device to present the information interpreted bythe processor in a human-comprehensible form.
 8. The apparatus of claim7, further comprising a storage element connected to the processor andconfigured to store the information interpreted by the processor.
 9. Theapparatus of claim 7, where the information comprises one of the groupconsisting of fuel level, battery charge level, motor power level, boardspeed, temperature, and board pitch or roll angle, and the output devicecomprises one of the group consisting of a real-time display, a displayassociated with the storage element, an audio speaker, and a haptictransducer.
 10. The apparatus of claim 1, further comprising anauxiliary wireless transmitter remote from, but communicating with, atleast one of the group consisting of the motorized surfboard, therider's wireless transmitter, and the instructor's wireless transmitter.11. A method for surfing instruction using the apparatus of claim 1,comprising: placing the motorized surfboard of claim 1 in a natural orhuman-made body of water; arranging for a student to mount the motorizedsurfboard; using the instructor's wireless transmitter of claim 1 toactivate the propulsion system of claim 1 and cause the motorizedsurfboard, carrying the mounted student, to move across the surface ofthe water.
 12. The method of claim 11, further comprising instructing orobserving the student in the practice of at least one of surfingbalance, paddling, wave-catching, takeoff, pop-up, weight-shifting, ormaneuvering on the motorized surfboard as the propulsion system movesthe motorized surfboard across the surface of the water.
 13. The methodof claim 11, where the water is too calm for unmotorized surfing. 14.The method of claim 13, further comprising at least one of: operatingthe propulsion system at variable speeds according to the student'sskill level, operating the propulsion system in a pulsed or otherwisevariable mode to simulate the changing forces of waves and currents, anddirecting the propulsion system to work against the student's paddlingto build strength for paddling against incoming waves.
 15. The method ofclaim 11, further comprising recording at least one of the instructionsgiven to the student, the student's comments, and the student'sperformance.
 16. The method of claim 11, further comprising at least oneof monitoring information from a board-data transmitter, and recordinginformation from the board-data transmitter to review with or withoutthe student at a later time.
 17. The method of claim 11, furthercomprising: providing a rider's wireless transmitter to the student, andteaching the student to control the propulsion system using the rider'swireless transmitter while riding the motorized surfboard.
 18. Themethod of claim 17, further comprising communicating with the studentover a wireless link between the instructor's wireless transmitter andthe rider's wireless transmitter while the student is on or near themotorized surfboard.
 19. The method of claim 17, further comprisingtaking control of the motorized surfboard from the student by activatingan override switch on the instructor's wireless transmitter.
 20. Themethod of claim 11, where the water has waves of a suitable size forunmotorized surfing, and further comprising at least one of: using thepropulsion system to propel the motorized surfboard against breakingwaves to reach a zone of sloping swells, using the propulsion system toreach a necessary speed for catching a wave, and controlling thepropulsion system to help the student evade hazards in the water.